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dc.contributorEnglish Language Centreen_US
dc.creatorForrester, Aen_US
dc.publisherCranmore Publishing on behalf of the International TESOL Unionen_US
dc.rights© 2020 International TESOL Union. All rights reserved.en_US
dc.rightsIJTS is an Open Access journal and all published papers are licensed under the Creative Commons Attribution License 4.0 ( Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, or to use them for any other lawful purpose. Authors retain copyrights and full publishing rights without restrictions.en_US
dc.rightsThe following publication Forrester, A. (2020). Addressing the challenges of group speaking assessments in the time of the coronavirus. International Journal of TESOL Studies, 2(2), 74-88. is available at
dc.subjectOnline speaking assessmenten_US
dc.subjectSynchronous and asynchronous online assessmentsen_US
dc.subjectHong Kong Higher Diploma English learnersen_US
dc.titleAddressing the challenges of group speaking assessments in the time of the Coronavirusen_US
dc.typeJournal/Magazine Articleen_US
dcterms.abstractThis paper considers the challenges and possible solutions of moving a group speaking assessment from face-to-face mode to online mode during the coronavirus pandemic from February to May in 2020. The assessment involved 168 higher diploma level students from a range of departments at a tertiary institution in Hong Kong taking their second English subject at university. The students generally have a low level of English (Hong Kong Diploma of Secondary Education level 3). They are in their second semester in their first year at university which runs from September to July each year. The students’ first semester was curtailed due to the civil unrest in Hong Kong that led to the closure of the university campus in November 2019. The modified speaking assessment was successfully conducted in early May 2020. Feedback from the English language teachers in the subject was generally positive with the general feeling that students received a more accurate grade as a result of the one-to-one discussion assessment than they had previously received with the group discussion assessment. Grade data appear to confirm this. Student feedback to the modified assessment was mixed with some preferring the original ‘group discussion’ format while others opting for the revised ‘one-to-one discussion’ format. Overall, there were some administrative concerns, and the assessment rubric needs to be further modified if the revised format is continued.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationInternational journal of TESOL studies, 2020, v. 2, no. 2, p. 74-88en_US
dcterms.isPartOfInternational journal of TESOL studiesen_US
dc.description.validate202103 bcrcen_US
dc.description.oaVersion of Recorden_US
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